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ERIC ED387753: Challenging Students to Higher Standards through Advanced Placement. PDF

13 Pages·1995·0.35 MB·English
by  ERIC
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DOCUMENT RESUME CG 026 540 ED 387 753 Creech, Joseph D. AUTHOR Challenging Students to Higher Standards through TITLE Adv'anced Placement. Southern Regional Education Board, Atlanta, Ga. INSTITUTION PUB DATE 95 NOTE 13p. Research/Technical (143) Reports PUB TYPE MFOI/PC01 Plus Postage. EDRS PRICE Academic Achievement; Academically Gifted; DESCRIPTORS Acceleration (Education); *Advanced Courses; *Advanced Placement; *Advanced Placement Programs; Advanced Students; Articulation (Education); College School Cooperation; Equivalency Tests; High Schools; Honors Curriculum ABSTRACT The percentage of students taking more challenging courses in high school is dramatically higher now than in the early 1980s. The growth in number of students and schools participating in Advanced Placement (AP) courses is equally dramatic. AP courses are designed by college faculty and by experienced high school faculty. They are an example of schools and colleges working together to develop higher content and performance standards. Almost 3,400 high schools in Southern Regional Educational Board states offer AP courses--about twice as many as 10 years ago. More than 146,000 high school students in these states completed AP courses in 1994. Most students in this region who take AP examinations score high enough to high earn credit at colleges and universities. Those who do not score enough to earn college credit perform better in college than students who have not taken AP courses. Incorporating AP courses into a school's curriculum is not easy, however. State departments of education encourage participation in AP courses, but most do not develop comprehensive or special initiatives to support it. States offerings through: are encouraged to expand and improve AP course training seminars for AP teachers; funding part or all of AP examinaLion fees for students; and providing incentives for schools to participate in AP programs. (KW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** 4 Challenging Students to Higher Standards Through Advanced Placement U S DEPARTMENT OF EDUCATION (Dike of Etluoalionai Researoo aol ororovnloPoi "PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it O Minor changes have been made to Improve reproduction quality Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent official OERI position or policy INFORMATION CENTER (ERIC).- c) 1 ...7 li -1 ) 1 7 1 1____L____ 1.1-N ......__L_____ ..c) Southern Regional Education Board (v c) AVAILABLE BEST COY 2 lc,-.) BY THE YEAR 2000 Student achievement for elementary and secondary students will be at national levels or higher. pi,. Education sR1:11 Comtnis.sion for Educational Quality 1988 In its 1981 report, The Need fin- Quality, the Southern Regional Education Board sounded this challenge: "The wyal is to surpass minimum competencies. to achieve substantial improvement above minimum expectations." Thday's high schocAseniors were in kindergarten. The South and the nation were focused on setting minimum competency standards. but SREB was already urging states to raise expectations. Fifteen years later. more high school graduates are meeting the challenge to sur- fact that more stu- pass minimum expectations. Often lost in today's headlines is the dents than ever beforeand a higher percentage of studentsare graduating from high school with advanced placement courses and college credits. The number of high school students taking college-level courses has more than quadrupled in ten years. While the proportion of students taking advanced placement advanced placement courses in high school is still small, it is not insignificant. "Thday's students would fill almost one-half of the freshman classes at all public four-year col- leges and universities in the SREB states. In the 1980s, the AMion 's Report Card, published by the National Assessment of Educational Progress, reported that SREB states led the nation in raising student achievement at the basic levels of pertOrmance. The emphasis on minimum compe- modest tency did raise achievement for many students. hut the improvements were and at the lower skill levels. These efforts did not challenge students to reach high standards of performance. Advanced placement courses in high school and dual enrollment of high school seniors in freshman college courses are two ways that communities and states can help more students extend their academic reach. This report is intended to help you efforts to challenge students to meet gauge how your schooi or your state is doing in higher standards and to help them succeed. Mark D. Musick, President Southern Regional Education Board STUDINT ACHIEVEMENT Challenging Students to Higher Standards Through Advanced Placement "The standards of Advanced Placement positively affect the entire academic pro- gram by setting expectations that exceed minimum competencies. Everyone in a school must work together; successful Advanced Placement programs are not accidents." An AP English teacher from Eastern Guilford (N.C.) High School Three students wearing shoukler pads dramatically higher now than in the early and football jerseys are hunched over sheets 1980s. About 54 percent of the South's high of paper. The paper doesn't contain defen- school graduates complete at least four En- sive or offensive plays, hut a math problem in glish, three social studies. twee science, and three mathematics coursescompared to the Advanced Placement calculus course they take between school and foothall practice. only 13 percent a decade ago. They will bc on,the field 30 minutes late, so The explosion in the number of students they %year their jer;;eys and pads to class. and schools participating in the Advanced These three South Carolina high school Placement (AP) program is equally dramatic. The number of students completing these seniors want to play football: they also want to complete a course that can lead to credit college-level (ourses in high school has for the first semester of college calculus. doubled in the last five years and quadrupled They are among thousands of high school since 1984. By completing several Advanced students in South Carolina and other SREB Placement courses, high school students can states who will enter college having already save time and money, and they have more completed one or more college-level courses. choices about which courses they take when they enter college. The Advanced Placement This true story illustrates some or the program helps students complete their col- best news about student achievement in the lege degrees earlier and take courses they 1990s. The percentage of students taking would not otherwise have time for. more challenging courses in high school is How does Advanced Placement work? Advanced Placement courses, supporting "The greatest benefit of taking an .41' class is to gain a realistic introduction to the expecta- materials, and national examinations are de- tions of demanding college courses. gives signed joinill. by college faculty who teach students an excellent opportunity to develop introducuwv o illege courses and by ex- good study habits, to practice problem-solving perienced high school faculty who teach skills, and to acquire the self discipline needed Advanced Placement courses. The most for success in college." popular Advanced Placement courses are A Nwth (arolina State I .nnersin tn isx pitiless( ir This rcpt pry Fau«ahmal l'Hhcze% ( wet 11. SR/11.1.,c(it hue Oin% fur h assIstants I( iseph %%,ts prcparcd 1)% up, ill lnIortilantm and t tquramilcd JcimiIcr Burk(' and .11Inc 1.1gathcicd 11111( h 3 4 HOW MANY SCHOOLS OFFER COLLEGE-CRED1T COURSES? Percent of Public Secondary Schools* Offering Advanced Placement Courses in SREB States LESS THAN 4-07: , OF PUBLIC SCHOOLS OF MILK SCHOOLS all 75X OR MORE OF PUBLIC SCHOOLS 5 'The College Board Vlunced Nat:einem FAminnation Simistics. Igo '4 Source:, \\ Dc \,(1.1s) DigN of klucanon swistics log I S I hpartincill or Et I no t the most t wren( sear atmlable) l' «mtlid,Ites I I4/9-411-)\ total yubluc high st [tools in !ding the numbers of high '<hook \sitli Percents are toinpuletl IA .STDENT-ACHIEVEMENT Ilistory English literature and o hirmance. and it establishes a tough nancinal lion. calcuhis. and bic)logy. I hgh Nchuo Is may standard fcw judging results. Nig only do thcise students who take AP courses benefit. also oiler .\dvanced Placement courses in art. but so do those in lower grades. When high chemistry. computer science, economics. schools add AP courses. there is often a European I listory. French. German. govern- -ripple- effect that can raise the academic ment and pohtics. Lain. inusic, physics. level of the entire schc)c)I. OfkTing AP calcu- psycholcigy. and Spanish. lus in grade 11 or 12 means that algebra. Many colleges and universities follow the trigonometry and other pre-calculus courses American Council on Education's recommen- must be available to students in earlier grades dation and award oillege credit for a grade and MUM be taught to higher standards. of 3 or higher on any Advanced Placement AP is an example (If schools and colleges examination. Some colleges may require a working u)gether to develcip cc intent and score of I or 5 hir credit in some subjects. perhirmance standards. The piograin repre- Of the 2.900 colleges and universities in the sents agreements between college faculty and nation that award credit for AP courses. teachers about important course high schoc about 1,400 (almost -100 in (le SREB states) content. student competence. and assess- will grant as much as a full Year of college ment. In-service training for teachers and ad- credit based on a student's performance on ministrators is used to share information, the examinations. teaching methods, and the development of course matenals. ale college Lredits pn wide The AP pnigram represents high qualit incentives for students to excel. content and a high standard of student per- How many high schools offer Advanced Placement? More than 50 percent of the schools in Almost 3.400 (2,750 public and (20 pri- Kentucky and Tennessee and almost 50 per- vate) high schools in SREB states offer Ad- cent of those in Mississippi offer at least one vanced Placementabout twice as many as Advanced Placement course. Less than 40 ten years ago. In fact, in 1994 the combined pecent of public schools in Texas, Arkansas, number of high schools (1,828) offering Ad- Louisiana, and Oklahoma participate. vanced Placement in just five SREB states (Florida, Georgia, North Carolina, "Ii2xas and Virginia's Thomas Jefferson High Scho(11 Virginia) was greater than the number offer- of Science and Technology, Texas' Plano ing Advanced Placement in all the SREB Senior High School, and Florida's Staunton states ten years ago (1,727). College Preparat(iry School led the natkin in the number of examinations given in In 1994, Advanced Placement courses 199.4. Florida's Coral Gables High School were part of the curriculum in 55 percent of the region's public schocilsup from was close behind in seventh place. At these four sell( a As 2,500 students lc a ik almost 43 percent live years earlier. Alabama, FIcirkla, 5,500 AP examinations last year. Georgia, Mardand, North Carolina. South Carolina, Virginia, and West Virginia offer Advanced Place client cc iurses in at least -0 percent of their public high scluicils. STUDENT ACHIEVEMENT HOW MANY STUDENTS TAKE AP EXAMS 11)1,327 AND HOW MANY EXAMS DO THEY TAKE? Aerzee- .627,ay SREB States .4927.17,r -- 145,138 4:527,47.re adr,M7',"" 654e/.6- alir,i7e7Ar4- 119,949 1(2 6,273 .627.0g-- 101,848 700 AVAMTAV.,4- Avrezczi- -- AO_ 4170,ay asrov:00-1,e- .6' 42,105 4sre77,#-_-- 70,673 49: .A4" -6n,359 as: .e4 49.1"ZVE as; 43,016 42,683 c- as. fit .e .A4 ' 4s! /64 55:44-2it g-zr Acr AV 62. .,aro Aert, Alefrir", 41;reee,... Sourcm The College Board. Advanced Placement Examination Statistics. 1984 through 1994. Who takes Advanced Placement courses and examinations? "In an AP course, they don't just teach you to leges. In Florida, for example, almost as many recall dates o r who wrote which book. They try to students took AP courses in 1994 (29,550) as develop your thinking skills throughout the year, there were freshmen in Florida's public and and you come out knowing your stuff" private four-year colleges and universities. A Georgia high school senlor The number of public high school students taking AP examinations in Maryland, South More than 146,000 high school students Carolina, and Virginia would make up about (125,000 in public high schools) in SREB three-fourths of the freshmen at public four- states completed AP courses last year. That is year colleges in those states. In Georgia and a small proportion of all high school juniors North Carolina, they would make up more and seniors, but it equals the number of stu- than one-half of the freshmen at public four- dents needed to till one-half of the freshmen year colleges in those two states. classes at all public four-year colleges and uni- versities in the SREB states. The nunther of minority students taking AP courses is also up sharply. Blacks, Hispan- The grc)wth has been so phenomenal in ics, Asians, Native Americans, and other mi- several states that the number of high school nority groups now. account for about 25 students taking AP courses approaches the percent of all AP students in SREB states. number of freshmen enrolled in four-year (-01- () STiDENT ACHIVIEMENT- How well do students petform on the Advanced Placement examinations? "liven if I don't pass the examination. I won't standing. The examinations are graded on a be too upset because I know I'm a better writer scale of 1 to 5. A grade of 5 is the average now than I was at this time last year- A' score of college students who earned an in lent An AP En01,11 .4 comparable college course. A score of in a 3 is the average score for those who earned Almost three of five students in SREB a L. states who take Advanced Placement exami- nations score high enough to earn credit at AP examinations include multiple-choice questions and tasks that require the students most colleges and universities. That means to write an essay, to solve problems and ex- more than 113,000 students from SREB states plain solutions, and to analrze data. Audio- (five times the number 10 years ago) could tape responses are used in the Spanish, enter colleges and universities with advanced What Percentage of Advanced Placement Students are Minorities? Hispanic Asian Black 1994 1994 1994 1984 1984 1984 13 % 8 8 5 % 3 % 3 % % % United States 9 5 4 7 8 5 SREB States 1 4 15 2 Alabama 5 1 1 2 0 4 Arkansas 3 5 1 4 7 17 8 Florida 5 11 7 15 2 7 Georgia 1 1 3 0 Kentucky 1 1 1 1 4 5 6 12 11 Louisiana 1 14 9 4 3 8 Maryland 1 3 0 12 2 Mississippi 7 1 4 2 6 0 10 North Carolina 1 8 4 3 4 4 Oklahoma 1 5 3 0 10 6 South Carolina 1 0 5 3 10 13 Tennessee 1 6 16 13 9 2 3 Texas 10 3 3 7 7 Virginia 1 4 0 2 5 West Virginia 1 1 Native Americans were 5 percent of Oklahoma AP students in 1994. up from 2 percent in 1984 The College Board. Advance, Placement Examination statistics. 1984 and 1994. Source STUDENT ACHIEVEMENT on the examinatRms. But with the exception Frem h. and German language examinations. Asian-Anierk ans, the prop( irtitin uf minor- The AP grade in studio art IS based on a port- ( ity student; so wing 3 w higher continues to folio of student w.ork. trail that of hites both nati(mallv and region- The questions that require cssa\ s and ex- percent of Asian- ally. In the SREB state!,, oti planations assess students depth of under- Americans. hs percent of whites. -S9 percent standing and ability to organize and present of Hispanics, and 31 percent of blacks have ideas. The more traditional multiple-choice scores of 3 higher. questions provkle a broader sampling of stu- Studies show that even those students dent km AvIedge and couse etwitent. who do not so we high enough on the exami- The percentages of examinant ins with nations to earn o )Ilege credit are better pre- scores of 3 or higher rztnge fo)m .4-; per- pared for college anti perftwm better in cent in the SREB states. In tOur SREB states college than students \\ ho do not take AP Maryland. Oklahoma. Texas. and Virginia) courses. Advanced Placement omrses give the perentage equals or exceeds the national students a sample of the omtent, skills, average of 65 percem. teaching methods, and expectations of col- lege-level study. That experience akme serves More African-, Ilispanic-, and Asian- prospective college students well. Americans are earning scores of 3 or higher How can states encourage schools and students to participate in Advanced Placement? "We really worked hard. We sent a group of comprehensive or special initiatives to sup- teachers to workshops where they could learn the port it. Maryland is a good example. Maryland curriculum for Al' courses because it's much dif- does not have a comprehensive statewide AP ferent from the regular curriculum. And then we policy, hut over 80 percent of Maryland's pub- made an effort to explain the courses and their lic high schools offer the courses, and Mary- advantages to the students." land ranks 8th nationally in the proportion of Maryland h1gh si Is icnl prim A 11th and 12th graders taking examinations. Maryland's "passing rate" (--1 percent scoring Incorporating Advanced Placement 3 or higher) on the examinations is above the courses into a school's curriculum is not easy. national average. TO achieve this rate, local Classes are usually smaller (20 or fewer stu- high schools and school systems had to es- dent,) and require a(klitional equipment and materials. They must he scheduled so they do tablish pri( wines fin- staffing, teacher training, and supplies and materials. But in many not conflict with other required courses. Be- states, local schools and school systems ak me cause the courses are different from the regu- do m have the rest turces and supp()rt lar curriculum, teachers must he specially needed to initiate and maintain a strong pro- trained. gram. In those states. Advanced Placement In many states, individual public school needs a jump-start. districts coordinate and fund Advanced Place- 'Rventy states throughout the nation have ment. State departments of educatiim en- taken special initiatives to encourage partici- courage participation hut do not develop 8 STUDENT ACHIEVEMENT WHAT PERCENTAGE EARN COLLEGICREDIT? 1994 Advanced Placement Examinations with scores of 3 to 5. iir====3"IimniE r4F-1141ge - MS KY GA WV AL FL SC NC AR LA TN VA OK TX MD N. Note: Scores of 3-5 are accepted for colkge credit and aManced placement. Source- The College Board. Achanced Placement Examination Statistics. l994 Requiring students to ccimplete AP pation in the AP program Eleven are SREI3 courses for an honors diploma: statesAlabama. Arkansas, Florida, Ge(wgia. Kentucky, Mississippi, North Carolina, South Creating statewide advisory councils and, Carolina, Texas. Virginia, and West Virginia. (Cr positions to coordinate AP activities While the initiatives and funding vary from and policies: state to state, often they include these impor- Incorporating AP courses into statewide tant elements: gifted an(! talented pl.( )grams. Funding workshops and training ft)! Technok)gv can also increase accessibility teachers who will conduct the courses: to AP courses. For example. selected courses Providing aklitional funding to assist and teacher training are available via satellite local schools f w "start-up- )sts: through Oklahoma State l'niversity, South (:arolina's Satellite Edm at lonal Resources I the examin,t- Funding all w a portion C t.onsortium, and Virginia's Satellite Educa- tkms fees (each examination costs S-1), tional Network. Requiring that schools offer AP courses to be act retlited: 9 1 0

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